Ethics of Care in science teaching 

What is Ethics of Care in science?

            Ethics of Care is a method of thinking that involves considering how one’s actions have consequences towards others, the environment and all living and non-living beings. In science, Ethics of Care stems from an individual’s values of responsibility, morality and compassion. Nonetheless, the ethical values of individual teachers and students do not always align with the ethical intentions of the curriculum; teachers therefore need to ensure that they are well aware of the curriculum’s expectations in order to instil ethics that are relevant, legal, safe and linked with the positive interests of the broader community while extending scientific conceptual understandings to share and contribute towards the wider community in a humane, constructive and empathetic manner (Fitzgerald & Smith, 2016).

            In science, environmental considerations such as pollution and climate change must be addressed while considering results of progress in the name of science; students need to understand that science must be conducted in line with the cross-curriculum priority of sustainability as resources within our planet are limited in our precious Earth's ever-changing environmental, social and economic systems (Australian Curriculum, Assessment and Reporting Authority [ACARA], n.d.).  Ethics of care that are natural and custom to other cultures should also be considered such as traditional ethical conducts of “acknowledging the spirit of the animal (or plant) used in scientific experiment” and “treating all animals/plants with their due respect” (Sparkes & Piercey, 2015) as these are positive ethical values. Lastly, ethical considerations must be implemented when conducting scientific experiments. Notably, when animals are used, the Australian Code of Practice for the Care and Use of Animals for Scientific Purposes should be referred to where it essentially embodies the 3R principles of replacement, reduction and refinement towards animals in experiments (National Health and Medical Research Council, 2013; Skamp & Preston, 2020) for the benefit of their welfare.              

Ethics in the Australian curriculum 

             Teachers of science should familiarise themselves with the ethical considerations embedded in the Australian Curriculum. Within the science understanding strand, teachers should lead students to consider how ethics play out when learning about the science within the sub strands of biological, earth and space, physical and chemical sciences (ACARA, n.d.). Teachers should further coherently discuss about ethics within the strand of science as a human endeavour especially in the use and influence of science as resulted outcomes ultimately have environmental and social implications (ACARA, n.d.). Lastly, when students are inquiring about science, teachers should embed an attitude of ethical thinking when students are questioning, designing, planning and conducting investigations or experiments in the name of science (ACARA, n.d.).

            Ethical understanding is further a general capability within the curriculum to be developed. This understanding further extends towards having due consideration towards safety with a duty of care to ensure science investigations or the study of science is free from potential hazards, hazardous equipment or allergies that may result in anaphylactic reactions (ACARA, n.d.). Lastly, science lessons need to be conducted in a manner that is ethically meeting the needs of diverse learners where adjustments may need to be made to accommodate students with different abilities and experiences (ACARA, n.d.). Hence, if teachers are not familiar with the curriculum, they are not able to accurately implement ethics of care as designed by the curriculum in the suggested manner.     

Why ethics matter when teaching science and how do teachers apply this? 

            Ethics matter as it requires students to think about science as more than just facts, experiments and results. A good ethical background will ensure that students who choose to engage in science in the present or future are thoughtfully considering the impacts of their scientific work with an agenda that their actions will be for the benefit of communities, our environment and society. Teachers can implement ethical thinking in students by reinforcing students to self-reflect with questions of ‘what is right or wrong’ and ‘how their actions impact their surroundings’. Teachers can then proceed to discuss with students their opinions of such ethical thinking, with an onus on the teacher to guide behaviour towards the direction of being respectful, responsible and empathetic.